阅读教学中我们常用的一种教学模式就是PWP阅读教学模式, 它是指将阅读教学分为pre-reading, while- reading 和 post- reading 三段教学的一种阅读教学模式，其教学目标与教学活动在三个阶段有着各自的特点。
1. 读前教学（pre-reading）
阅读前教学的核心任务就是为阅读做准备。读前的准备主要包括话题的导入、 任务的介绍、兴趣的激发和语言、策略准备。如人教社出版的《英语》Go For It!九年级的Receiving money makes me uncomfortable. 一文教学中，在读前环节，教师通过提问导入话题，What presents did you get for your birthday this year/last year? How did you feel? 现在学生收到生日礼物现象很普遍，发现愿意回答的人较多，教师就组织学生分组调查，看同学们都收到什么礼物和感觉。
在读前阶段还可以做语言的准备。仍以这篇阅读课文为例，Section 1 Before you read 中两个练习，1a and 1b
1a Write how you would feel if you received the following gifts.
1. If my best friend gave me a history book, I would feel _______.
2. If my grandmother gave me some home-made cookies, I would feel _____.
3. Receiving a new schoolbag would make me feel ________.
1b Discuss your answers with a partner. Would you have the same feeling?
这些练习里有生词，如果学生不认识这些词汇，就有必要让他们提前熟悉这些词汇，否则就会造成阅读困难，阅读材料前的词汇教学活动正是起到语言准备的作用。
2. 读中教学（while-reading）
读中教学是阅读教学的核心，各种阅读能力的培养都是通过读中阶段的教学完成的，从具体信息的识别，到推理判断能力的培养，再到各种逻辑关系、篇章结构的分析，阅读能力中的知识层面、理解（领会）层面、分析层面一般都应该在读中阶段完成。阅读策略的培养活动也属于读中活动。因此，读中教学一般由多个教学活动组成，而不是简单的判断正误、回答问题或图表填充。同时活动必须具有层次性，从知识到领会，从分析到评价，这就给教师设计活动提出了更高的要求。
1. Read the text carefully and fill in the blanks
Names
|
Gifts
|
Thoughts
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Guo Xiaojing
|
A purple purse from
Guo Xiaojing’s
Parents
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She thought it was(1)_____ and it made her (2)_______________ , but she pretended she liked it.
|
Han Ling
|
An orange sweater
from Han Ling’s
Grandparents
|
Han Ling wore it every time she visited them, but when she left their house, she took it off. It made her (3) ________ .
|
|
John Wilson
|
Money
|
Giving money makes John Wilson think they are being (4)____.
|
|
A gift that has some
thought behind it
|
John Wilson doesn’t mind if it’s something that he doesn’t need. If someone has thought about a gift for him, it makes him (5)________________.
|
3. 读后教学（post-reading）
读后活动一般侧重知识的应用和综合，新目标教材中Section3 After you read 采用的reading and writing练习，其中writing就是属于读后的活动范畴，如果我们把阅读分为read the lines, read between the lines and read beyond the lines 三个层次的话，读中阶段完成的是前两个层次，读后阶段所完成的则是第三个层次。也就是说让学生联系自己的实际，运用阅读中获取的信息、感知的词汇和句法、认知的策略或所理解的文化。
